Abstract

Life‑long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life‑long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in life‑long learning, one important challenge is the design of versatile quality assurance strategies for e‑training. Based on the experiences in distance lifelong learning programmes in the University of Patras’ Educational Center for Life‑Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e‑Learning quality strategy. We present i) the methods used to assess the quality of the e‑Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by using an online questionnaire, which aimed at estimating the level of participants’ satisfaction while using interactive learning methods such as collaborative learning. Some results of the evaluation indicate that the e‑Learning quality strategy led to e‑Learning programmes that used active learning methods to achieve high learners’ satisfaction towards deep and meaningful learning.